GRANT RECIPIENTS:

Jocelyne Legrand, Social Science, Wolfson Campus
jlegrand@mdc.edu
Adriana Matas , Mathematics, Wolfson Campus
amatas@mdc.edu
Bernard Mathon, Mathematics, Wolfson Campus
bmathon@mdc.edu

This project was created to help improve success and retention rates among first-year in college students who place into college preparatory mathematics courses. The project targeted highly “at-risk” students by selecting those who were required to take MAT 0024 or MAT 1033 and Student Life Skills, SLS 1535. In the Fall 2001-1 Term, the passing rates for MAT 0024 and MAT 1033 at the Wolfson Campus were 44.4% and 49.7% respectively.
The project goals and outcomes were to:
• Form two learning communities organized into two SLS/MAT cohorts at the inception of the Fall 2002-1 Term
• Recruit 30 to 40 students for the learning communities by the 100% refund deadline for the Fall 2002-1 Term
• Ensure a 10% increase in the passing rate of the cohort students taking MAT 0024 at the end of the Fall 2002-1 Term, as compared to the campus passing rate of the Fall 2001-1 Term
• Ensure a 10% increase in the passing rate of the cohort students taking MAT 1033 at the end of the Fall 2002-1 Term, as compared to the campus passing rate of the Fall 2001-1 Term
• Ascertain a 10 % increase in the students’ scores from a pre-test (given at the beginning of the semester) and a post-test (given at the end of the semester) on The Math Study Skills Inventory in the SLS 1535 classes.
The project’s goals and outcomes were accomplished mostly due to a carefully planned instruction model that:
• Provided the students with a sense of belonging and enabled them to combat feelings of isolation usually experienced by college freshmen.
• Provided the students with a well-structured environment and strong academic support.
• Emphasized the importance of developing good math study skills.
• Addressed the negative attitudes often exhibited by college preparatory students toward mathematics.
• Promoted independent as well as group learning.
• Promoted active learning vs. passive learning.
• Promoted the use of on-line software for additional support and communication.
• Performed early intervention to prevent students from failing or withdrawing from classes.
• Used a holistic approach in teaching these students, realizing that mathematics is only one of many components in their academic experience.
To successfully form the two learning communities, the three professors worked diligently during the 2002 Summer B session and established a close collaboration with the Student Services personnel. They created advertising posters that were placed in the Testing Department; they created informational flyers that were distributed to the target population by the staff from the Testing Department; letters about the project were handed to the academic advisors, who played a major role in motivating the students to participate in the project.
The three professors and the academic advisors closely monitored the registration process to ensure that students were correctly enrolled in the designated classes. Students enrolled in the wrong sections were quickly informed, and appropriate action taken. Before the end of the 100% refund period, 39 students were recruited; 18 were enrolled in the MAT 0024/SLS 1535 cohort and 21 were enrolled in the MAT 1033/SLS 1535 cohort.
The same group of students was registered in the SLS and Math classes. All students were required to attend study and/or tutoring sessions and turn in their homework. Students from MAT 0024 were required to attend four one-hour math anxiety/math study skills BBML (Becoming a Better Math Learner) workshops during the semester. Students from MAT 1033 were strongly encouraged to attend them.
Three tutors were carefully selected and hired to work with the students. They were mentored, closely monitored and they reported regularly on individual students’ progress to the three professors.
The SLS component of these two learning communities addressed the importance of developing good math study skills through carefully planned lessons and group activities. The SLS component and participation in the BBML workshops helped the students improve their overall attitude towards math.
Students studied in groups, but at the same time were made aware of the fact that their success in these classes was ultimately their responsibility. Students made class presentations, did chalkboard exercises while freely correcting one another, and participated in collaborative learning activities.
The textbook’s “MyMathLab” software was made available and used by the students to get help on-line while trying homework exercises. The same software was used in the SLS classes to provide on-line discussions related to mathematics.
Private one-on-one advisement sessions between the students and the SLS instructor, as well as frequent meetings among the three professors allowed proactive and early interventions. The SLS instructor also conducted frequent private sessions with the students to discuss their future academic plans and to advise them accordingly.
The course competencies for MAT 1033 and MAT 0024 remained the same respectively. However, the syllabi were modified to include assessment of group activities and assignments that would help improve the students’ math study skills. The competencies for SLS 1535 were adjusted to the needs of the learning communities and the syllabus was modified accordingly.
The project was assessed based on the successful accomplishment of its goals and outcomes.

This project successfully attained and surpassed its expected goals and outcomes in many areas such as: passing and retention rates, students’ class attendance, students’ time management, students’ self-discipline and individual responsibility.
• Before the end of the 100% refund period, 39 students were registered in these two learning communities
• The passing rate for MAT 0024 in this learning community was 72%, compared to a passing rate of 44.4% for all students taking MAT 0024 in the Fall 2001-1 Term at the Wolfson campus. This is 27.6 percentage points higher or the equivalent of a 62% increase in the passing rate.
• The passing rate for MAT 1033 in this learning community was 76%, compared to a passing rate of 49.7% for all students taking MAT 1033 in the Fall 2001-1 Term at the Wolfson campus. This is 26.3 pecentage points higher or the equivalent of a 53% increase in the percentage rate.
• The passing rate for both SLS courses in these learning communities was 100%.
• In the MAT 0024/SLS 1535 cohort, there was a 37% increase in the post-test scores of the Math Study Skills Inventory as compared to the pre-test scores given at the beginning of the semester. In the MAT 1033/SLS 1535 cohort, there was a 13% increase.
• All 18 students originally registered in both MAT 0024 and SLS 1535 courses remained in the learning community. Not one student dropped.
• 16 of these 18 students are presently enrolled at mdc in the spring semester 2002-2 with 15 of them taking a math course. This is an 89% retention rate. (Note: In private advisement sessions with the SLS instructor, the two students who are not enrolled at mdc did discuss extenuating circumstances in their life that would lead to departure from the college. One student had to transfer to another geographic area; the other had to deal with a family/work issue).
• 3 of these 15 students are repeating MAT 0024; the other 13 are taking the following math course, MAT 1033
• All 21 students who originally registered in both MAT 1033 and SLS 1535 courses remained in the learning community. Not one student dropped.
• All 21 students are currently enrolled in the Spring 2002-2 Term with 18 of them taking a math course. This is a 100% retention rate.
• 2 of these 18 students are repeating MAT 1033 and 16 of them are taking the following math course, MAC 1105
• Student attendance was nearly perfect for all four courses throughout the entire semester.
• Some students formed lasting bonds; four former MAT 0024 students chose to register in the same class and are presently taking MAT 1033 with Professor Mathon.
• BBML workshops’ feedback as well as SLS assignments showed that students’ attitude toward math as well as their ways of studying the subject improved noticeably.
• Students’ levels of motivation and confidence in their mathematical abilities increased significantly.
• Qualities typically associated with high achievers, such as, good time management and good study habits, became more visible among the students as the semester progressed.
• Students learned much about their own individual learning styles regarding mathematics, enabling them to approach mathematics in a more assertive and successful way.